Seeds of Science/Roots of Reading
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Publisher | : |
Total Pages | : |
Release | : 2015 |
Genre | : Science |
ISBN | : 9781598214765 |
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Author | : |
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Total Pages | : |
Release | : 2015 |
Genre | : Science |
ISBN | : 9781598214765 |
Author | : Jen Tilson |
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Total Pages | : 24 |
Release | : 2010 |
Genre | : Light |
ISBN | : 9781598215052 |
Author | : Kevin Beals |
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Total Pages | : 24 |
Release | : 2007 |
Genre | : Otters |
ISBN | : 9781598214789 |
Author | : Suzanna Loper |
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Total Pages | : 20 |
Release | : 2010 |
Genre | : Force and energy |
ISBN | : 9781598215090 |
Author | : Lincoln Bergman |
Publisher | : |
Total Pages | : 28 |
Release | : 2007 |
Genre | : Erosion |
ISBN | : 9781598214772 |
Author | : Nicole Parizeau |
Publisher | : |
Total Pages | : 24 |
Release | : 2007 |
Genre | : Beaches |
ISBN | : 9781598214819 |
Author | : Elizabeth Shafer |
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Total Pages | : 24 |
Release | : 2010 |
Genre | : Great Basin |
ISBN | : 9781598215137 |
Author | : Gina Cervetti |
Publisher | : |
Total Pages | : 24 |
Release | : 2007 |
Genre | : Food |
ISBN | : 9781598214963 |
Author | : Catherine Halversen |
Publisher | : |
Total Pages | : 44 |
Release | : 2007 |
Genre | : Beaches |
ISBN | : 9781598214802 |
Author | : Pete Goldschmidt |
Publisher | : |
Total Pages | : 56 |
Release | : 2011 |
Genre | : |
ISBN | : |
This evaluation focuses on the Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades ("Seeds/Roots") model of science-literacy integration. The evaluation is based on a cluster randomized design of 100 teachers, half of which were in the treatment group. Multi-level models are employed to account for the clustering of students within teachers and teachers within schools. Four primary outcomes of interest are examined: science content, vocabulary, reading and writing. Additional analyses focus on the impact of teacher and student background, instructional methods, and teacher-self efficacy. Quantitative results indicate that the "Seeds/Roots" intervention resulted in statistically and substantively higher student performance in science content, vocabulary, and writing. Teacher background and self-efficacy are generally unrelated to student performance. Inquiry-based teachers enhanced treatment effects. Despite "Seeds/Roots" designed integration, teachers tended to focus on the science aspect when considering time requirements to be longer than a standard unit. Qualitative results indicate that teachers overwhelmingly found the "Seeds/Roots" unit usable, effective, and engaging. Two appendices are included. (Contains 33 tables and 16 footnotes.).